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Revisiting the Roots of Pedagogical Content Knowledge

Amanda K. Berry · John Loughran · Jan H. VAN DRIEL

159 citations0/0 files storedInternational Journal of Science Education

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Mathematics Education and Teaching Techniques Science Education and Pedagogy Educational Theory and Curriculum Studies

Abstract

In recent times there has been growing interest in the notion of a scholarship of practice (Hutchings, 2000; Shulman, 2002a). Scholarship is displayed through a teacher’s grasp of, and response to,...

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References

1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 1986Handbook of research on teaching 1973Review of research in education 1999Relationships of Knowledge and Practice: Teacher Learning in Communities 1991The making of a teacher: teacher knowledge and teacher education

Cited by

2019Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions 2015Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation 2015Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods 2013Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)2018Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge 2017What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views 2011Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge 2014When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study

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